Graphing Equations Algebra Mathematics in Context is a comprehensive curriculum for the middle grades It was developed in 1991 through 1997 in collaboration with the Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison and the Freudenthal Institute at the University of Utrecht, The Netherlands, with the support of the National Science Foundation Grant No 9054928 The revision of the curriculum was carried out in 2003 through 2005, with the support of the National Science Foundation Grant No ESI 0137414 National Science Foundation Opinions expressed are those of the authors and not necessarily those of the Foundation Kindt, M.; Wijers, M.; Spence, M S.; Brinker, L J.; Pligge, M A.; Burrill, J; and Burrill, G (2006) Graphing equations In Wisconsin Center for Education Research & Freudenthal Institute (Eds.), Mathematics in Context Chicago: Encyclopỉdia Britannica, Inc Copyright © 2006 Encyclopædia Britannica, Inc All rights reserved Printed in the United States of America This work is protected under current U.S copyright laws, and the performance, display, and other applicable uses of it are governed by those laws Any uses not in conformity with the U.S copyright statute are prohibited without our express written permission, including but not limited to duplication, adaptation, and transmission by television or other devices or processes For more information regarding a license, write Encyclopædia Britannica, Inc., 331 North LaSalle Street, Chicago, Illinois 60610 ISBN 0-03-038573-3 073 09 08 07 06 The Mathematics in Context Development Team Development 1991–1997 The initial version of Graphing Equations was developed by Martin Kindt and Monica Wijers It was adapted for use in American schools by Mary S Spence, Lora J Brinker, Margie A Pligge, and Jack Burrill Wisconsin Center for Education Freudenthal Institute Staff Research Staff Thomas A Romberg Joan Daniels Pedro Jan de Lange Director Assistant to the Director Director Gail Burrill Margaret R Meyer Els Feijs Martin van Reeuwijk Coordinator Coordinator Coordinator Coordinator Sherian Foster James A, Middleton Jasmina Milinkovic Margaret A Pligge Mary C Shafer Julia A Shew Aaron N Simon Marvin Smith Stephanie Z Smith Mary S Spence Mieke Abels Jansie Niehaus Nina Boswinkel Nanda Querelle Frans van Galen Anton Roodhardt Koeno Gravemeijer Leen Streefland Marja van den Heuvel-Panhuizen Jan Auke de Jong Adri Treffers Vincent Jonker Monica Wijers Ronald Keijzer Astrid de Wild Martin Kindt Project Staff Jonathan Brendefur Laura Brinker James Browne Jack Burrill Rose Byrd Peter Christiansen Barbara Clarke Doug Clarke Beth R Cole Fae Dremock Mary Ann Fix Revision 2003–2005 The revised version of Graphing Equations was developed by Monica Wijers and Martin Kindt It was adapted for use in American schools by Gail Burrill Wisconsin Center for Education Freudenthal Institute Staff Research Staff Thomas A Romberg David C Webb Jan de Lange Truus Dekker Director Coordinator Director Coordinator Gail Burrill Margaret A Pligge Mieke Abels Monica Wijers Editorial Coordinator Editorial Coordinator Content Coordinator Content Coordinator Margaret R Meyer Anne Park Bryna Rappaport Kathleen A Steele Ana C Stephens Candace Ulmer Jill Vettrus Arthur Bakker Peter Boon Els Feijs Dédé de Haan Martin Kindt Nathalie Kuijpers Huub Nilwik Sonia Palha Nanda Querelle Martin van Reeuwijk Project Staff Sarah Ailts Beth R Cole Erin Hazlett Teri Hedges Karen Hoiberg Carrie Johnson Jean Krusi Elaine McGrath (c) 2006 Encyclopædia Britannica, Inc Mathematics in Context and the Mathematics in Context Logo are registered trademarks of Encyclopædia Britannica, Inc Cover photo credits: (all) © Corbis Illustrations 1, 12, Holly Cooper-Olds; 36 Christine McCabe/Encyclopỉdia Britannica, Inc.; 38, 40 Holly Cooper-Olds Photographs © PhotoDisc/Getty Images; © Karen Wattenmaker/NIFC; 11 © Kari Greer; 25 Stephanie Friedman/HRW; 32 Sam Dudgeon/HRW; 41 Department of Mathematics and Computer Science, North Carolina Central University Contents Letter to the Student vi N 20 Section A Where There’s Smoke Where’s the Fire? Coordinates on a Screen Fire Regions Summary Check Your Work 15 W Section C ؊5 x E A ؊15 ؊10 ؊5 10 15 20 11 15 18 19 21 24 26 27 Solving Equations Jumping to Conclusions Opposites Attract Number Lines Summary Check Your Work Section E O An Equation of a Line Directions and Steps What’s the Angle? Summary Check Your Work Section D B S Directions as Pairs of Numbers Directing Firefighters Up and Down the Slope Summary Check Your Work F C river 10 ؊10 ؊20 Section B y 28 32 34 36 37 Intersecting Lines Meeting on Line What’s the Point? Summary Check Your Work 38 39 42 42 Additional Practice 44 Answers to Check Your Work 48 Contents v Dear Student, Graphing Equations is about the study of lines and solving equations At first you will investigate how park rangers at observation towers report forest fires You will learn many different ways to describe directions, lines, and locations As you study the unit, look around you for uses of lines and coordinates in your day-to-day activities N river NW C NE W E SE SW S B A You will use equations and inequalities as a compact way to describe lines and regions A “frog” will help you solve equations by jumping on a number line You will learn that some equations can also be solved by drawing the lines they represent and finding out where they intersect We hope you will enjoy this unit Sincerely, The Mathematics in Context Development Team vi Graphing Equations A Where There’s Smoke Where’s the Fire? From tall fire towers, forest rangers watch for smoke To fight a fire, firefighters need to know the exact location of the fire and whether it is spreading Forest rangers watching fires are in constant telephone communication with the firefighters Section A: Where There’s Smoke A Where There’s Smoke The map shows two fire towers at points A and B The eight-pointed star in the upper right corner of the map, called a compass rose, shows eight directions: north, northeast, east, southeast, south, southwest, west, and northwest The two towers are 10 kilometers (km) apart, and as the compass rose indicates, they lie on a north-south line N river NW NE W E SE SW S One day the rangers at both fire towers observe smoke in the forest The rangers at tower A report that the smoke is directly northwest of their tower Is this information enough to tell the firefighters the exact location of the fire? Explain why or why not B The rangers at tower B report that the smoke is directly southwest of their tower A Use Student Activity Sheet to indicate the location of the fire 350 10 20 33 40 31 50 W E 80 270 280 70 290 N 60 N 30 In problems and 2, you used the eight points of a compass rose to describe directions You can also use degree measurements to describe directions 30 N 0 32 340 90 E 260 100 W 13 14 S 15 160 170 180 190 0 200 22 21 Graphing Equations 0 23 24 250 110 12 SE SW A complete circle contains 360° North is typically aligned with 0° (or 360°) Continuing in a clockwise direction, notice that east corresponds with 90°, south with 180°, and west with 270° You measure directions in degrees, clockwise, starting at north Where There’s Smoke A Smoke is reported at 8° from tower A, and the same smoke is reported at 26° from tower B Use Student Activity Sheet to show the exact location of the fire Use Student Activity Sheet to show the exact location of a fire if rangers report smoke at 342° from tower A and 315° from tower B Coordinates on a Screen The park supervisor uses a computerized map of the National Park to record and monitor activities in the park He also uses it to locate fires 15 The computer screen on the left shows a map of the National Park The shaded areas indicate woods The plain areas indicate meadows and fields without trees The numbers represent distances in kilometers N 20 y F C river 10 W B O ؊5 ؊10 ؊20 x E Point O on the screen represents the location of the park supervisor’s office, and points A, B, and C are the rangers’ towers A ؊15 ؊10 ؊5 S 10 15 20 a What is the distance between towers A and B? Between tower C and point O? b How is point O related to the positions of towers A and B? A fire is spotted 10 km east of point C The location of that point (labeled F ) is given by the coordinates 10 and 15 The coordinates of a point can be called the horizontal coordinate and the vertical coordinate, or they can be called the x-coordinate and the y-coordinate, depending on the variables used in the situation F ( ؍10, 15) horizontal coordinate or x- coordinate vertical coordinate or y- coordinate Section A: Where There’s Smoke A Where There’s Smoke Use the map on page to answer problems and a Find the point that is halfway between C and F What are the coordinates of that point? b Write the coordinates of the point that is 10 km west of B The coordinates of fire tower B are (0, 5) a What are the coordinates of the fire towers at C and at A? b What are the coordinates of the office at O? The rangers’ map is an example of a coordinate system Point O is called the origin of the coordinate system If the coordinates are written as (x, y): the horizontal line through O is called the x-axis the vertical line through O is called the y-axis The two axes divide the screen into four parts: a northeast (NE) section, a northwest (NW) section, a southwest (SW) section, and a southeast (SE) section Point O is a corner of each section, and the sections are called quadrants The coordinates of a point are both negative In which quadrant does the point lie? Use the map on page to answer problems and 10 Find the point (؊20, ؊5) on the computer screen on page What can you say about the position of this point in relation to point A? There is a fire at point F (10, 15) 10 What directions, measured in degrees, should be given to the firefighters at towers A, B, and C ? Graphing Equations Intersecting Lines E What’s the Point? Here is another way to find the coordinates of point F, the intersection of the two lines Think about the change from point A to point F as a horizontal step followed by a vertical step Suppose the length of the horizontal step is represented by x a Write an expression for the length of the vertical step 20 y ؍15 ؊ 12 x y ؍؊5 ؉ 2x y C x 15 F 10 B O ؊5 A ؊10 ؊20 x x ؊15 ؊10 ؊5 10 15 20 The change from point C to point F is the same horizontal step x followed by a vertical step b Write an expression for the length of that vertical step From the diagram above, you can set up the following equation: ؊5 ؉ 2x ؍15 ؊ 12᎐x a Write a “frog problem” to go with the equation b Solve the equation using one of the methods from the previous section c How can you use your answer from part b to find the y-coordinate of F ? Section E: Intersecting Lines 39 E Intersecting Lines The park supervisor has just received two messages: Smoke is reported on the line y ؍15 ؊ x Smoke is reported on the line y ؍5 ؉ 4x a Which tower sent each message? b Calculate the coordinates of the smoke Repeat problem for these two messages: Smoke is reported on the line y ؍5 ؉ x Smoke is reported on the line y ؍؊5 ؉ 114– x The park supervisor received the message y ؍15 ؉ 2x from tower C and the message y ؍5 ؉ 3x from tower B What message you expect from tower A? Make up your own set of messages and find the location they describe Use Student Activity Sheet for problems and a Draw the line y ؍5; label it l Draw the line y ؍؊3 ؉ 2x and label it m in the coordinate system b Find the point of intersection of the two lines on the graph; write down the coordinates c Use the equations of the lines to check whether the coordinates you found in b are correct a In the same coordinate system you used for problem 8, draw the line y ؍4 ؊ 2x; label it n b Estimate the coordinates of the point of intersection of lines m and n c Solve the equation ؊3 ؉ 2x ؍4 ؊ 2x d Are your answers for b and c the same? Explain why or why not 40 Graphing Equations Intersecting Lines E Suppose the two lines y ؍10 ؉ 2x and y ؍؊8 ؉ 2x are on the park rangers’ computer screen 10 What can you tell about these lines? Do they have a point of intersection? 11 Look back at the graph for problem 20 on page 17 a Write an equation for each line in the graph b Use the equations to find the coordinates of the point of intersection c Compare the answer you found for part b to your answer from Section B Math History Marjorie Lee Browne Marjorie Lee Browne loved mathematics and studied the subject to the highest possible standards She was one of the first African-American women in the United States to obtain a Ph.D She was born on September 9, 1914, in Memphis, Tennessee Her father, a railway postal clerk, was very good at mental arithmetic, and he passed on his love of mathematics to his daughter Her stepmother was a schoolteacher Browne taught at Wiley College, in Marshall, Texas, from 1942 to 1945 She received her Ph.D from the University of Michigan in 1949 She taught mathematics at North Carolina Central University For 25 years she was the only person in the department with a Ph.D Browne used her own money to help gifted mathematics students continue their education She will be remembered for helping students prepare for and complete their Ph.D.'s, encouraging them to what she had achieved Section E: Intersecting Lines 41 E Intersecting Lines An equation for line ᐉ is y ؍1 ؉ 3x, and the equation for line m is y ؍؊3 ؊ 2x You can try to find the point of intersection of lines l and m by reading the graph Often this method will give you an estimate and not an accurate answer Always use equations to check your result from reading the graph You can find the point where these two lines intersect by solving the following equation for x: ؊3 ؊ 2x ؍1 ؉ 3x y m ᐉ ؊6 ؊5 ؊4 ؊3 ؊2 ؊1 ؊1 O1 x ؊2 ؊3 ؊4 ؊5 ؊6 This will always give the exact result You may use any method you used in Section D for solving the equation What is the point of intersection of line y ؍3 and line x ؍؊1? How did you solve this problem? a Draw a coordinate system like the one on Student Activity Sheet and draw the line y ؍؊2 ؉ 4x b Write an equation for a line that has no point of intersection with the line from part a c Draw line y ؍4 ؉ x in the same coordinate system and find the point of intersection of the two lines you drew Explain how you know your answer is correct a Find the x-value of the intersection of the lines shown in the Summary by solving the equation ؊3 ؊ 2x ؍1 ؉ 3x b Find the y-value of the point of intersection of lines m and ᐉ shown on this graph 42 Graphing Equations Write an equation for each line shown in the graph Then use the equations to find the intersection of the two lines y j k ؊3 ؊2 ؊1 ؊1 x ؊2 ؊3 ؊4 ؊5 Graphs and equations can be used to describe lines and their intersections Tell which is easier for you to use and explain why Section E: Intersecting Lines 43 Additional Practice Section A Where There’s Smoke Here is a map of the San Francisco Bay Area There are seven airports located in this area People in the control tower at each airport can see the control towers at the other airports N W E S San Francisco Airport airport hotel bridge kms kms 10 kms 15 kms Source: © Rand McNally Use degree measurements with 0° for north and measure in a clockwise direction to answer the following questions a In what direction from the San Carlos airport is the Hayward airport? b Looking from Oakland in the direction 335°, you can see the Alameda airport What is the opposite direction of 335°? Which airport is approximately in that direction? c From the Hayward airport, you can see a tall skyscraper in the direction 300° This same skyscraper can be seen from the San Francisco airport in the direction 350° Describe the location of this skyscraper on the map 44 Graphing Equations Additional Practice A grid has been put over the map of the San Francisco Bay Area The seven airports in this area are marked with planes The San Francisco airport has the coordinates (0, 0) y x San Francisco Airport Source: © Rand McNally a What are the coordinates of the Oakland airport? b Sausalito Harbor is at coordinates (–4, 9) What is the equation of the line that is due north from Sausalito Harbor? The San Mateo Bridge crosses the bay a Use graph paper to draw the rectangular region that completely encloses the San Mateo Bridge Use horizontal and vertical lines from the grid b Use inequalities to describe the region you drew in part a Additional Practice 45 Additional Practice Section B Directions as Pairs of Numbers y P Describe point P on the graph as seen from the origin, using a pair of direction numbers Would point Q be on a line drawn through O and P ? Explain why or why not ؊8 ؊7 ؊6 ؊5 ؊4 ؊3 ؊2 ؊1 O ؊1 ؊2 ؊3 Q ؊4 ؊5 ؊6 ؊7 ؊8 Section C x Would point S be on a line drawn through O and P ? Explain why or why not S What is the slope of a line from point Q to point P ? An Equation of a Line a On a sheet of graph paper, draw a line with a positive y-intercept and a negative slope Call this line ᐉ b What is the equation of line ᐉ? c What can you say about any line that is parallel to ᐉ? a Draw a line with a negative y-intercept and a positive slope Call this line m b Now draw a line that intersects line m What is the slope of this line, and what is the intercept? What are the coordinates of the point of intersection of these two lines? a Draw a line whose equation is y ؍2x ؊ b What is the equation of the line that goes through (0, 0) and intersects the line y ؍2x ؊ at the point (6, 8)? 46 Graphing Equations Additional Practice Section D Solving Equations Draw a diagram to illustrate each of the following equations Then solve each equation a 12 ؉ 2x ؍5 ؉ 4x b ؊5 ؉ 3x ؍16 ؊ 4x Write a “frog problem” for each of the following equations Then solve each equation a ؉ 3x ؍19 ؉ 2x b ؊4 ؉ 3x ؍؊19 ؉ 2x Section E Intersecting Lines y ᐉ ؊8 ؊7 ؊6 ؊5 ؊4 ؊3 ؊2 ؊1 ؊1 ؊2 x m ؊3 ؊4 ؊5 ؊6 ؊7 ؊8 Which of the two lines shown on this graph has the equation y ؍1.5 ؉ 0.25 x? Explain your answer What is the equation of the other line? Find the point of intersection of the two lines Suppose you drew a line p that intersects line ᐉ at (6, 3) and line m at (3, 1) What is the equation of line p? Additional Practice 47 Section A Where There’s Smoke a 210° b 310°, 130° a 5°, 10° b Tower A: 18° Tower C: 135° No, at least one report must be incorrect, because the lines going in the same direction are parallel Parallel lines not intersect a y ؍3 b The inequality is y < The following lines are the boundaries of the region y ؍؊3 and y ؍3, so ؊3 < y < x ؍؊4 and x ؍4, so ؊4 < x < Section B Directions as Pairs of Numbers a P (4, 3) b The direction from O to P can be described with the direction pair [؉4, ؉3] and the direction pair [؉8, ؉6] or [؉2, ؉1.5] or ؉3 other pairs that have the same ratio as —– ؉4 c Different points can be labeled, for example (؊4, ؊1) and (؊2, 0) and (2, 2) Note that all points must lie on a straight line through P and (؊2, 0) d You can draw a line through P and any of the points mentioned in your answer to 1c a Different direction The first pair moves right and up, and the second pair moves right and down b Same direction They both go to the right and up c Same direction They both go due east d Same direction They both go right and up 48 Graphing Equations Answers to Check Your Work y a See graph at upper left b The direction from P to Q can be described with the direction pair [؊3, ؊2] P Q x c The slope can be found by using the direction pair from part b So the slope is ؊2 ᎐᎐᎐ , which can ؊3 be simplified to ᎐ See graph at lower left a There is only one line through these two points y m P Q Section C x b To find the slope, you must first find the direction from one point to the other From (1, 2) to (26, 52), you go 25 steps in a horizontal direction and 50 steps in a vertical direction So the direction pair ؉50 is [؉25, ؉50] The slope is —— ؍2 It may help ؉25 you to make a sketch of the situation An Equation of a Line a The y-intercept is ؊3 and the slope is b If a line goes through (0, 0), the y-intercept is So the equation is y ؍0 ؉ 2x or even shorter y ؍2x a y ؍15 ؊ 14– x or y ؍15 ؉ (؊14–)x b y ؍؊5 ؊ 1x or y ؍؊5 ؊ x Answers to Check Your Work 49 Answers to Check Your Work y 15 C 10 ؊15 ؊10 ؊5 ؊5 x A 10 15 ؊10 ؊15 You may have used different scales on the axes If so, your lines will look different a Many answers are possible; an example is y ؍2 ؊ 3x When you draw a line with a positive y-intercept and a negative slope, it will always cross the y-axis above the origin, and it will run down to the right from there b A line with y-intercept goes through O (0, 0) c A line with slope is a horizontal line since the vertical direction in the slope ratio must be Section D Solving Equations Answers may vary Sample answer: A frog starts dm from the path and takes three jumps of the same length The expression to represent the diagram is ؉ 3x a x x 10 b ؉ 3x ؍10 ؉ x ؉ 2x ؍10 2x ؍8 x؍4 50 Graphing Equations ؊x ؊2 Divide by x x Answers to Check Your Work You can use different methods to solve the equation, such as drawing frog diagrams, using a number line, or performing operations on both sides Here is a sample solution using the method of performing operations: 20 ؉ 2 ؍26 ؊ 2 add 2 to both sides 20 ؉ 4 ؍26 subtract 20 from both sides 4 ؍6 divide both sides by ؍6/4 ؍1.5 20 22 ؉2 a 12 ؉ u ؍11 ؉ 3u 12 ؍11 ؉ 2u ؍2u u؍1،2 0.5 ؍u 24 26 ؊2 c 10 ؊ v ؍24 ؉ v 10 ؍24 ؉ 2v ؊14 ؍2v ؊14 ، ؍v ؊7 ؍v b ؊4 ؉ 2w ؍2 ؉ w 2w ؍6 ؉ w w؍6 Problems will vary Sample problems: Easy: ؉ 3x ؍7 ؉ 2x The frogs both jump in the same direction 4؉x؍7 x؍3 Semi-difficult: ؉ 3x ؍19 ؊ 2x One frog jumps in a positive direction, and one jumps in a negative direction ؉ 5x ؍19 5x ؍15 x؍3 Answers to Check Your Work 51 Answers to Check Your Work Difficult: ؊4 ؊ 3x ؍؊19 ؉ 2x One frog jumps in a positive direction, and one jumps in a negative direction, left of ؊4 ؍؊19 ؉ 5x 15 ؍5x 3؍x Section E Intersecting Lines The point of intersection is (؊1, 3) This can be seen without a drawing because the x-coordinate must equal ؊1 and the y-coordinate must equal y a 10 ؊5 ؊4 ؊3 ؊2 ؊1 x ؊1 ؊2 b Any line with the same slope but a different y-intercept has no point of intersection with the given line, so the equation is y ؍any number ؉ 4x y c The point of intersection is (2, 6) 10 You can be sure that (2, 6) is is correct by showing x ؍2 and y ؍6 fits both equations: – ؍2 ؉ (4 ؋ 2) 6؍4؉2 ؊5 ؊4 ؊3 ؊2 ؊1 ؊1 ؊2 52 Graphing Equations x Answers to Check Your Work a At the point of intersection, x ؍؊ –45– ؊3 ؊ 2x ؍1 ؉ 3x ؊3 ؍1 ؉ 5x ؊4 ؍5x x ؍؊ –45– b At the point of intersection, x ؍؊ –57– y ؍1 ؉ (– –45– ) y – ؍55– ؉ ؊12 — ؍؊ –57– Line j goes through points (0,3) and (5, -5), so the slope is ؊8 ᎐᎐᎐5 Line k goes through points (-3,4) and (0,-1), so the slope is ؊5 ᎐᎐᎐ The equation of line j is y ؍3 ؊ –85– x The equation of line k is y ؍؊1 ؊ –53– x The point of intersection is (–60, 99) Sample strategy: ؊ –85– x ؍؊1 ؊ –53– x add –85– x to both sides ؍؊1 ؉ ( –85– ؊ –53– )x add to both sides 4؍؊— x 15 multiply both sides by ؊15 x ؍؊60 y ؍3 ؊ –85– (–60) y ؍3 – (–96) ؍99 Answers to Check Your Work 53 ... 28 32 34 36 37 Intersecting Lines Meeting on Line What’s the Point? Summary Check Your Work 38 39 42 42 Additional Practice 44 Answers to Check Your Work 48 Contents v Dear Student, Graphing Equations. .. Chicago, Illinois 60610 ISBN 0-03-0 385 73-3 073 09 08 07 06 The Mathematics in Context Development Team Development 1991–1997 The initial version of Graphing Equations was developed by Martin Kindt... ؍ 8 b Why is it not necessary to write an inequality for x to describe the region north of y ؍ 8? c Describe the region west of the firebreak at x ؍14 by using an inequality Graphing Equations